General Educational Supervision

The Gold Guide https://www.copmed.org.uk/gold-guide-7th-edition/the-gold-guide-7th-edition sets out agreed arrangements for medical training programmes across the UK, including outlining roles and responsibility of Clinical and Educational Supervisors. This also contains useful guidance for less than full time (LTFT) training, taking time out of programme (OOP) and ARCPs.

The RCPCH has useful guidance for new educational supervisors including training courses available which can be found at https://www.rcpch.ac.uk/resources/educational-supervisor-what-expected.

Consider collating multi-source feedback about the quality of the supervision you provide from your trainees over the last 3 years, which can form part of your educational review / portfolio. You can do this by registering with the London Deanery for this online MSF tool https://faculty.londondeanery.ac.uk/supervisor-MSF

Crib sheets available:

Adapting Educational Supervision for stage in training

The New Educational Supervisor

 

 

RCPCH Progress

All trainees have moved to the new RCPCH Progress curriculum, unless due to CCT before 15th September 2019.

Useful information including the new curriculum and syllabi, training webinars and resources for individual domains can be found at https://www.rcpch.ac.uk/education-careers/training/progress.

 

Kaizen / e-portfolio

For queries please contact eportfolio@rcpch.ac.uk. In addition useful guidance for educational supervisors can be found at https://www.rcpch.ac.uk/resources/rcpch-eportfolio-kaizen-guidance-educational-clinical-supervisors

 

Courses for Trainees

This guide has been developed by the London School of Paediatrics' Trainees' Committee to help to identify the best courses for trainees, and the best point of training to consider them: Learning Beyond the Workplace.

 

RCPCHStart assessment (START)

RCPCHStart means Speciality Trainee Assessment of Readiness for Tenure. It is a compulsory formative assessment which guides trainees as they prepare for completion of training and practice as a new consultant paediatrician. It can be taken after entry into ST6 but is recommended to be taken in ST7. This allows at least six months to complete any follow-up remediation which must be evidenced in the trainees e-portfolio.

The role of educational supervisor is to assist the trainee with preparation for START, support remediation for START domains and provide feedback in the ESR on progress with remediation for the ARCP Panel.

Further information can be found at:

https://www.rcpch.ac.uk/resources/rcpchstart-guidance-trainees

https://www.rcpch.ac.uk/sites/default/files/RCPCHStart_Feedback_and_Targeted_Feedback_for_Educational_Supervisors_July_2017.pdf

 

 Supporting Trainees Returning to Clinical Practice

Trainees take time out of their programme  for many reasons. The Educational Supervisor has an important role in signposting available resources, completing SuppoRTT forms including pre-absence and before a trainee returns, and on their return to hold regular meetings with the trainee to review their progress, well being and make decisions on return to the acute rota. Complex cases may need to be discussed with the appropriate programme management TPD.

Please review this guidance specifically aimed at supervisors supporting trainees returning to clinical practice: Supervisor Guidance

Other resources:

https://www.bma.org.uk/advice/career/applying-for-a-job/returning-to-clinical-practice-after-absence

https://www.hee.nhs.uk/sites/default/files/documents/Supported%20Return%20to%20Training.pdf

https://www.lpmde.ac.uk/professional-development/inductreturnretain/rtp

 

 

Further support available for Trainees

One of the roles of an Educational Supervisor / College Tutor is to identify concerns relating to trainees early and to signpost resources  to trainees. This will be in addition to referring to Occupational Health and GP where relevant. This may include trainees with multiple exam failures, trainees experiencing distress / anxiety / burnout, poor organisational skills identified, career doubts etc.

The Professional Support Unit (PSU) offers a wide range of services to trainees including Practitioners Health Programme (PHP) http://php.nhs.uk/trainee-doctor-dentist-support-service/ with access to CBT and self-help workshops.  The PSU also offers Dyslexia assessment service, Careers guidance, Coaching, exam support, e-learning modules and self-support. A list of services and how to access is available http://www.lpmde.ac.uk/professional-development/professional-support-unit

 

Supporting Trainees with QIP

The role of the educational supervisor is to encourage trainees to undertake and lead on Quality Improvement Projects (Domain 8 RCPCH Progress), and to support projects by providing organisational knowledge, mentorship and guidance. It is also helpful to signpost trainees to The Model for Improvement and encourage them to choose small but achievable issues to work on.

Course available through LSP https://qiclearn.com/improve-one-thing-at-a-time/

Other useful resources:

https://www.rcpch.ac.uk/resources/rcpch-progress-domain-month-patient-safety-quality-improvement

https://www.rcpch.ac.uk/work-we-do/quality-improvement-patient-safety

https://www.qicentral.org.uk

http://www.ihi.org/resources/Pages/Tools/Quality-improvement-Essentials-Toolkit.aspx